Project Report - La Trobe University

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Fargwog (Daniel) Aga-id, the elder who initially invited us to help document the tribe’s ‘life system’, reads over the final draft of one of the chapters of his book, Annaja Ukali Ta-u, which we produced as a teachers’ resource for the Dananao Elementary School teachers. Indigenizing Education in a Kalinga Public School | 16 Ichananaw’s cultural beliefs and practices and customary law (consisting of inter-tribal peace pacts), along with a collection of 34 songs Fargwog composed, sung and taught to his own pupils during his 29 years as a teacher in the Dananao Elementary School. Ichananaw Songs and Stories A 272-page, A5-size book compiling all songs and stories documented during the course of the project (63 in total). This book includes Fargwog’s 34 songs and the 21 stories that we made into the series of illustrated Ichananaw Children’s Storybooks, along with two songs and six stories not printed elsewhere. Namamfaru gway imis ru-atana na achu gway bendisyon (A warm smile opens the door to many blessings) A 200-page coffee table book comprising a collection of our photographs, along with a few taken by Apalis (Ombin) Abaggoy and David Cameron. The photographs offer a visual account of the tribe’s current way of life. For the largely illiterate community, this is likely to be one of the most important outputs, as the entire community can enjoy looking through the book. We provided the school with two copies, so that one can be stored for the future – hopefully in many years they can look back and see a snapshot of village life as it is now. Towards a Chinananaw-English-Ilocano-Tagalog Dictionary A first draft of a four-language dictionary and phrasebook, comprising almost 2,000 words and phrases documented during the five months. We will use this as the starting point for further work towards developing a comprehensive dictionary, which compares the indigenous language (Chinananaw) to the two mediums of instruction in schools (English and Tagalog) and the Cordillera’s lingua franca (Ilocano), for eventual use in Chananaw.
The intangible results <strong>Project</strong> outcomes Less tangible than the educational materials, but in some ways far more valuable, are the relationships formed as a result of the entire experience, and the opportunity to learn from each other. The beginnings of long-lasting relationships Dananao Elementary School, as well as the broader Ichananaw community, has been able to develop its networks with other organizations through the course of the project. The outcome is a series of new partnerships and friendships with potential to blossom into long-lasting, fruitful relationships in the coming years. The key organizations and individuals which we helped link to the school are: Ateneo Center for Educational Development The school had already been ‘adopted’ by the Ateneo Center for Educational Development as one of its partner schools in 2008 through our introduction of the two organizations to each other. But during this project their relationship deepened as they partnered together to develop the indigenized educational materials at the core of our project. Also, over the five months, the school received several quality educational materials, including lesson guides for teachers and workbooks and reading books for students. We have transported these to the community on our several trips from Manila to Kalinga. Ateneo has already expressed its intention to continue its support of the school through similar targeted interventions, so we are confident this relationship will continue into the future. Cartwheel Foundation This is a Philippines-based NGO which supports education in remote indigenous communities. We brought a staff member of Cartwheel Foundation to visit the community in February 2009, which led to Cartwheel Foundation running its Music and Arts Program in Chananaw. This will also contribute to the development of indigenized Key Cartwheel Foundation members attended the July 10, 2009 NAIDOC Week morning tea at the Australian Embassy, at which we presented our project. From left to right: Cartwheel Foundation’s Coleen Rae P. Ramirez (Communications and Development Officer), Rojean Edith C. Macalalad (Executive Director), Maria, Gaspar Dawing (Barangay Captain of Chananaw) and Cartwheel Foundation’s Michael ‘Ambo’ Tito P. Ubanan (Programs Officer).
Page 1 and 2: Project Report Indigenizing Educati
Page 3 and 4: Chananaw is surrounded by terraced
Page 5 and 6: Once upon a time… Project backgro
Page 7 and 8: The project at a glance Timeframe P
Page 9 and 10: Arranging support Obtaining funding
Page 11 and 12: At the forefront of our mind was ou
Page 13 and 14: Maria drafted the written English t
Page 15: The tangible results Project output
Page 19 and 20: issues. It is possible that the net
Page 21 and 22: Thank yous and goodbyes Project han
Page 23 and 24: Friends first Probably the single m
Page 25 and 26: What challenged us? The main challe
Page 27 and 28: Publishing for a wider audience? Al
Page 29 and 30: Appendices Project schedule and pro
Page 31 and 32: Appendix 2. Philippine Daily Inquir
Page 33 and 34: materials suited to the needs and c
Page 35 and 36: culture, language, traditional poli
Page 37 and 38: Appendix 4. Connect Magazine articl
Page 39 and 40: centers and pre-schools across the

Project Report - La Trobe University

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